CMC North Conference Program

CMC North Conference 61st Annual Conference
Student Voice: Let’s Hear It! 
November 30 – December 2, 2018

Pacific Grove, CA 

View this year's Saturday Sessions
Choose "Guest Account" and leave the login and password blank.

 

Keynote Speakers 

Friday Night 
7:30 - 9 PM Maria Zavala

Sunday Morning
9 - 10:15 AM Grace Kelemanik and Amy Lucenta
10:30 - 11:45 AM Anthony Muro Villa

Friday Mini-Sessions

Grades PreK-2 (Session A) - Shalek Chappill-Nichols, The Integrating nature of learning using Math and the Arts

In the integrating nature of learning using math and the arts, we will explore hands-on ways to integrate math and visual and performing arts (drama, music, dance and visual arts) into the daily curriculum.   Participates will be able to create lesson plans and other material they can take back to the classroom. 

Grades K-5 (Session B) - Mike Flynn, Beyond Answers: Creating Meaningful Mathematical Experiences for K-5 Students

Students develop a love and appreciation for mathematics when teachers value the process as much as, if not more than, the product. Getting answers certainly has its place but it’s often the least interesting part of the work in math class. In this session, we will unpack specific methods teachers can use to engage students in mathematical practices and rich tasks that help them develop a deeper understanding of the number system and operations.

Participants in this session will engage in adult learning activities designed to mirror the experiences of K-5 students so they gain the perspective of the learner involved in productive struggle. By experiencing what it’s like to be a student engaged in the mathematical practices, teachers will develop a better understanding of the practices and how they can leverage them in the classroom to elevate students’ interest and sense-making. We will then debrief the experience and consider the instructional decisions and teacher moves that made the work interesting and increased participants’ motivation to dig deeply into the ideas.

Participants will leave with a number of frameworks they can use with their students that take advantage of existing resources and do not require a complete restructuring of their math classrooms. 


Grades 6-8 (Session C) - Emma Trevino, Alisa Brown and Hilda Borko, Deconstructing Student Math Content Knowledge and Groupwork Through Video-based Discussion

In this session, participants will do math together before engaging in a video-based discussion to discuss student learning in math groups.  Participants will construct a video-based discussion beginning with exploring what kinds of questions lead to authentic adult learning and collaboration.  We will create and review various focal questions and discuss how those questions direct our attention to different aspects of video viewing.  Participants will practice selecting a 2-3 minute video clip and try out various facilitation moves and participation structures while rehearsing a video-based discussion.  We will close with a discussion about how video-based discussions are used or can be used in the participants’ various contexts.


FULL Grades 7-12 (Session D) - Eli Luberoff, Building Social + Creative Classrooms with Technology

At its best technology fosters creativity and connects people. Too often in classrooms, however, technology is isolating and stultifying: videos, writing numbers in blanks. Together, we'll look how technology can support a social & creative classroom. We'll focus especially on how to implement the 5 practices using Desmos.


General Interest (Session E) - Grace Kelemanik and Amy Lucento, Developing Justification in ALL Students through the Decide and Defend Instructional Routine

Creating and critiquing mathematical arguments is essential and often difficult for students— it takes repeated and explicit practice.  Decide and Defend is a robust instructional routine designed to develop students’ capacity to construct viable arguments and critique the reasoning of others (MP3). In it, students interpret and consider the validity of another’s math work; decide for themselves if they agree with the work; and then defend their decision.  During this session, participants will engage in the routine as math learners, unpack the routine, and discuss how it helps a wide range of learners critique and construct viable math arguments.  They will leave understanding the components of the Decide and Defend instructional routine, how they work in concert to develop students' capacities to construct viable arguments and critique the reasoning of others, and how to get started implementing the routine for themselves and for their students.